Instructional Leadership

School executives set high standards for the professional practice of 21st century instruction and assessment that result in a no nonsense accountable environment. The school executive must be knowledgeable of best instructional and school practices and must use this knowledge to cause the creation of collaborative structures within the school for the design of highly engaging schoolwork for students, the on-going peer review of this work, and the sharing of this work throughout the professional community.

2a. Focus on Learning and Teaching, Curriculum, Instruction and Assessment: The school executive leads the discussion about standards for curriculum, instruction and assessment based on research and best practices in order to establish and achieve high expectations for students.

Melissa's Self Assessment Standard 2

Conducted classroom walk-through, observations and provided feedback
Common Core Professional Development (District-wide)
ACT/Plan Workshop (Raleigh, NC)
Quality Teaching Learning (QTL) training district-wide for administrators
Internship Project "Researched Based Instructional Practices" with English Language Arts Teachers
Created Action Plan for Formative Assessments for Transition Academy
Created "Counsolers Watch List" referral form to align with Roanoke Rapids High School Pyramid of Interventions
Participated in meetings to determine student failure options at semester end
Participated in English departmental meetings and PLC's
Collborated with Special Education department to oversee implementation of READ 180 program
Selected resources/materials for classroom teachers as requested
Primary/Secondary Sources workshops with Dr. Zonderman
Participated in professional development for non-fiction writing and Common Core; created "Non-Fictional Writing " sample guide sheet

Artifacts:

Common Core and Non10-28.doc

Roanoke Rapids High School2nd

2b. Focus on Instructional Time: The school executive creates processes and schedules which protect teachers from disruption of instructional or preparation time.

Coursework

Aspiring Leader Self-Assessments
Internship Project / Problem of Practice (Possible artifacts: PPT deck created for Dr. Corn’s class; slide created for poster; logic model; evaluation plan; video of students/teachers engaging in program)??
Distinguished Leadership in Practice assignments: 2
High School Turnaround Case Study
Weekly Internship Logs

Specialized Training

Schooling by Design

Experiences:

Planned and organized 8th Grade Orientation visit for Chaloner Middle and Roanoke Rapids High School
Planned and organized upcoming 9th graders Parent Orientation Information Night
Recruited 9th grade student ambassadors and organized school tour and entertainment for future students

Related Readings

Senge, P.M. (1994). The Fifth discipline fieldbook: Strategies and tools for building a learning organization. New York: Currency, Doubleday.
Lane, K.E. (2005). The Principal's legal handbook. Dayton, Ohio: Education Law Association.
Guthrie, J.W. (2007). Modern education finance and policy. Boston: Pearson/Allyn and Bacon.
North Carolina General Statutes, Chapter 115
Chenoweth, K. (2009). How it's being done. Cambridge, Mass: Harvard Education Press.
Fullan, M. (2006). What's worth fighting for in the principalship?. New York: Teachers College Press.
Wiggins, G. P., & McTighe, J. (2007). Schooling by design: Mission, action, and achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
Chan Kim, W., Mauborgne, Renee A. Harvard Business Review: TIpping Point Leadership. Cambridge, Mass: Harvard Education Press.
90-90-90 Article

Artifacts:

Melissa RichardsonDLP2.docx

Chaloner Middle Schoolmemo.doc